Jennifer A. Vadeboncoeur
University of Colorado at Boulder

                                           Spring 1995

Instructor: Jennifer A. Vadeboncoeur, M.A. Office: ED 434 2-4681 Home: 449-7989
Office Hours: Tues. 5:45-6:45 or by appointment Class Meetings: Tues. 4:00-5:40

This course is designed for people who are interested in becoming elementary school teachers. The focus of content will be on four areas of child development: physical, emotional, social, and cognitive development. We will study both theory and practical applications of theory. Students will become fluent at interpreting theory through fair readings and developing pedagogues which fit their personal approach to or style of teaching.

During the semester, prospective elementary school teachers will develop and improve their awareness of learner characteristics, the developmental patterns of those characteristics, and the possibilities for intervention in the classroom. More specifically, we will focus on child and pre-adolescent growth and development, applications of some of the theories of educational psychology and development to elementary school curriculum, school organization, school activities, and teacher-student interactions, theories of learning and current social issues that effect children directly. In addition, recognizing that schools are not an isolated part of our society, but are instead connected to and influenced by the larger social context, we will discuss how schooling and educational theory are in some important ways determined by the society in which we live.

Santrock, J.E. (1994). Child Development, 6th Edition. Madison, WI:

Brown & Benchmark.

These readings are available for copying at eh Equity, Diversity, and Education Library located in ED 344. The hours of operation are as follows:

     Monday - Thursday 9:30am - 7:00pm (closed 12:30-1:30)
     Friday 9:30am - 12:30pm
     Closed Saturday and Sunday

Listed alphabetically:

Bear, T., Schenk, S. & Buckner,L. (1992). Supporting victims of

     child abuse. Educational Leadership, December/January, p.    

Donaldson, M. (1979). Children's Minds. New York: W.W. Norton &

Co., p. ix-25.

Duckworth, E. (1987). The Having of Wonderful Ideas and Other

     Essays on Teaching and Learning. New York: Teachers College  
     Press, p. xi-14.

Hodgkinson, H.L. (1985). All one system: Demographics of education

Hodgkinson, H.L. 91989). Colorado: The state and its educational

     system. Report for the Center for Demographic Policy,        
     Institute for Educational Leadership.

Howard, G.R. (1993). Whites in multicultural education. Phi Delta

Kappan. Vol. 75, No.1, September, p. 8-15.

Kraft, R.J. (1992). Closed classrooms, high mountains and strange

     lands: An inquiry into culture and caring. The Journal of    
     Experiential Education, Vol. 15, No. 3, November, p8-15.

Silverstein, B. & Krate, R. (1975). Children of the Dark Ghetto: A

     Developmental Psychology, New York: Praeger Publishers, p.   

Shepard, L.A. (1990). Readiness testing in local school districts:

     An analysis of backdoor policies. Politics of Education      
     Association Yearbook, 1990, p. 159-179.


     The Equity, Diversity, and Education Library is located in ED 
     The Education Mac lab is located in ED 334.

1. Attendance and informed discussion - 20%

Attendance is mandatory. Readings are assigned for the majority of class meetings. You will be expected to complete the assigned readings before coming to class and be prepared for in class discussion. Most of you are planning a career in teaching and will devote much of your time in the future to speaking with people in classroom or committee settings, as well as in smaller parent or student meetings. It is important for you to develop sound ideas and be able to articulate them, and be able to express yourself with and in front of other people.

Remember also that we may not agree on some issues that we discuss in class. Please be respectful of other people and listen fairly to their ideas. Communicate your ideas and feelings thoughtfully and with the understanding that others may have had different experiences that may lead them to different or alternative conclusions.

2. Exams - 40%

There will be three take home essay exams due the Friday after the class meeting when the questions are distributed. Each exam will cover one third of the course content. The exam format will be discussed prior to the first exam in class.

3. Service learning project - 25%

We will be spending approximately 20 hours over the semester at an after school program at San Juan del Centro. The orientation is on January 31 and we will be spending our class period at the school. I work form 3:45 - 5:45 on Wednesday afternoons and you will be able to decide if Monday, Wednesday, or Thursday is best for you. You may be asked to tutor, help with cooking class, play sports, or work with children on arts and crafts projects.

Keep a journal of your activity and write a summary and a critique of what you did at the end of the semester. Your journal should reflect connections between your experiences in the community and the content knowledge for the course. Please begin reflecting on course content immediately and then begin your reflection of experiences in the community after the San Juan Orientation, January 31. The journal must be turned in for feedback on February 28, again on April 4, and finally on May 2.

A Final project will be developed in groups and should in some way represent to the class the experiences you had in the community and how you were able to connect these experiences with material form the course. It may be creative, colorful and exciting!! Don't limit yourself!! More information for final project format in class.

4. Team Taught class - 15%

Each student will join up with at least one other person to team teach a class. I will pass around a syllabus for sign ups.

There are two requirements for the day you lead class:

     1). You should divide the work load and each student should  
         prepare a brief (2 pages or less) outline of the main    
         points, issues, arguments in his/her part of the reading. 
         Please provide enough copies for the class. Please make  
         sure a coherence exists between each part. 

     2.) Please prepare 3-4 questions to help us focus our        

Remember, on this day you and your partner will be the experts. Spend extra time with the reading(s) for the day you lead class. You will be responsible for facilitating the discussion and clarifying conflicts raised in class. Contact me in advance to let me know if you have questions or concerns about an issue or argument in the reading and also to let me know what you have planned.


Jan. 17 a. Introduction, Student information questionnaires,

              review syllabus
           b. Kraft, "Closed classrooms, high mountains and strange 
              lands: An Inquiry into
              culture and caring.

Jan. 24 a. Santroch, Chapter 1 - Introduction

           b. Hodgkinson, "All one system: Demographics of        
              Education - Kindergarten through graduate school" & 
              "Colorado: The state and its educational system"

Jan. 31 **San Juan DEl Centro Orientation

  1. Santrock, Chapter 2 - The science of child development
  2. Santrock, Chapter 6 - Physical development in childhood..
Feb. 7     a. Santrock, Chapter 7 - Cognitive Development and     
              Piaget's Theory
           b. Discussion of service learning projects

Feb. 14 a. Donaldson, excerpts from Children's Minds

           b. Duckworth, excerpts form The Having of Wonderful    

Feb. 21 a. Santrock, Chapter 8 - Learning and information

           b. Discuss exam questions/format

           Friday, February 24 - Take Home Exam 1 Due

Feb. 28 a. The American Agenda - A New Revolution in Learning

b. Return and discuss exam (Journals due)

Mar. 7     a. Santrock, Chapter 9 - Intelligence
           b. Discussion of service learning projects

Mar. 14 a. History of Intelligence testing

           b. Shepard, L.A., "Readiness testing in local school   

Mar. 21 a. Santrock, Chapter 12, The Self and Identity

           b. Silverstein & Krate, Chapter 4: Identification &    
              Identity and discuss exam questions/format

           Friday, March 24 - Take Home Exam 2 due

April 4 a. Santrock, Chapter 15 - Families

           b. Bear, et. al., "Supporting victims of child abuse"  
              and return and discuss exam
              Journals due

April 11 a. Santrock, Chapter 17 - Schools

b. Discussion of service learning projects

April 18 **Class Canceled - AERA conference

April 25 a. Howard, "Whites in multicultural education.."

b. Discuss exam questions

Friday, April 28 - Take Home Exam 3 due

May 2      a. Service learning project oral presentations
           b. Closure Journals Due

Date: Wed, 25 Oct 1995 15:09:26 -0600 (MDT)